Background: Research suggests that students and teachers often tend to diverge in their perceptions of instructional practices that are part of their everyday classroom experience. This might include differing views about assessment and feedback, or the effectiveness of task design. Accordingly, there is a need to understand as much as possible…

Despite decades of research on the global mind-set concept, no cohesive framework has emerged through which this way-of-thinking can be developed in learners, leading some to perceive the global mind-set as elusive. To move the literature forward, I propose a theory-driven pedagogy which combines insights from the extant global mind-set literature…